Beliefs of Parents and Teachers Towards the Learning of Physical Education at Early Childhood Development Level

Abstract The study examined the beliefs of Early Childhood Development (ECD) teachers and parents regarding the learning of Physical Education (PE) at the ECD level. The purpose of the research was to explore stakeholders’ perceptions of the value of PE in young children’s developmental, academic, and social growth, and to identify factors that shape support for PE in early learning environments. A mixed-methods research design was employed. Quantitative data were collected from 20 ECD teachers and 20 parents through structured questionnaires, while qualitative insights were gathered through open-ended items. Data were analyzed using descriptive statistics, frequency tables, and thematic analysis. The findings revealed that both teachers and parents hold generally positive beliefs about PE, recognizing its contribution to motor skills development, physical fitness, social interaction, emotional well-being, and cognitive readiness. However, despite favorable attitudes, the implementation of PE faces several challenges. Teachers cited limited resources, inadequate training, insufficient facilities, and restricted time allocation as barriers to effective delivery of PE activities. Parents acknowledged the importance of PE but often prioritized academic subjects and demonstrated limited awareness of the broader developmental benefits of physical activity. Both groups expressed concern over the lack of structured PE programs in some ECD centers. The study concludes that while positive beliefs toward PE exist, gaps remain in awareness, support, resource provision, and curriculum implementation. Strengthening teacher capacity, increasing parental involvement, and improving PE resources and policy enforcement are essential for enhancing the quality of PE at the ECD level. The study recommends targeted parental awareness campaigns, professional development for teachers, provision of affordable PE materials, and the inclusion of PE as a mandatory and regularly monitored component of the ECD curriculum.